Desafios do dia a dia escolar do professor de matemática com alunos com Transtorno do Déficit de Atenção e Hiperatividade e uma breve passagem pela pandemia de Covid-19

Abstract

This research aimed to show the difficulty of mathematics teachers in the state of Rio de Janeiro in relation to inclusive education during their day-to-day in the classroom and their academic training. As sources for data production, bibliographic research, and the clarification of laws on Attention Deficit and/or Hyperactivity Disorder (ADHD) were analyzed, in addition to two surveys carried out at two different times. These surveys have a total of 18 questions to analyze the school routine and the teacher's experience in the classroom. The first research was based on the day-to-day in the classroom, the difficulties encountered by teachers and their academic training within inclusive education. This survey had a membership of 303 teachers and had 12 objective questions. However, in 2020, in the beginning of this research, we were faced with the Covid-19 pandemic, leading us to a second moment in this work, which made us go through a brief discussion of how education is doing during this period and what is being done to help children with ADHD continue to have access to inclusive education. In addition to looking at teaching during the pandemic as a whole and its adversities, the second survey had 6 questions, mostly open-ended questions, and its results were analyzed according to Bardin's theory, using the IRAMUTEQ software. From the present research, it was possible to perceive that there must be a continuing education in universities and schools, aiming at a better qualification for teachers. It is necessary to reflect that if nothing changes in teacher training, it will not be possible to improve the inclusive school environment, and, as a result, mathematics education is directly influenced.